composer, educator, and ethnomusicologist. His philosophy of music education led to a highly sequential system of teaching music. The system was developed by those influenced by Kodaly’s vision of music education. Varied pedagogical tools are utilized to reach the central philosophical objective; “Music belongs to everyone and is necessary for health human development”

uential Approach (child-developmental base)
The Kodaly method is highly structured and sequenced, with well-defined skill and concept hierarchies in every element of music. These sequences are closely related to child development—the way in which young children progress naturally in music. The major body of teaching material must lie within children’s capabilities. However, at all times some musical materials must be included that are designed to expand those capabilities. As the child develops physically, socially, emotionally aesthetically, and intellectually, they are also led to develop musically in the acquisition of increasingly complex skills and more involved concepts.

uential Approach (child-developmental base)
1.Melody--- 3-note songs and chants (la-so-mi), tetra-tonic (so- mi-re-do), and pentatonic (la-somi-re-do) songs comprise most of the earliest melodic teaching materials. As voices mature and musical abilities increase, musical materials are extended to include more songs in diatonic major and minor keys, modes, and altered scales. 2.Rhythm---the meter of young children’s movements (walking, running, skipping, swaying, bouncing) is duple, either simple or compound 3.Form, harmony, tempo, and dynamics are also sequenced into hierarchies so that the young children may experience all aspects of music at their own level. 4.Aural learning and then attach labels 5.Spiral learning. Each level builds upon the previous. Mastery is important before moving on

e application at middle/high school level
• Sing at sight with ease • Sing fluently in movable-do solfa and in absolutes • Switching from one to the other at a given signal • Sing in two and three parts from score • Identify binary and ternary forms, both in songs and in larger works • Aurally identify the modes; aeolian, dorian, ionian, mixolydian, lydian, phrygian • Take melodic and rhythmic dictation from voice or piano • Perform two or three musical ideas simultaneously; singing a melody, tapping an ostinato, stepping a beat • Identify some art music by style and period • Improvise within known scales, meters, and rhythms